Graduate Catalog

Early Childhood/Elementary

Lewis & Clark offers an outstanding 12- to13-month program that leads to an initial teaching license and a master's degree and a 15-month program that leads to the license, degree, and an ESOL or ESOL/Bilingual endorsement. Our preservice program for new teachers emphasizes the following:

  • Dynamic learning environments that foster caring, equity, and inclusion and promote diverse perspectives.
  • Classroom experiences characterized by intellectual debate, a rigorous learning atmosphere, intellectual growth, and a dedication to social justice.
  • Educational experiences that cultivate connections between learners and their communities.
  • School and classroom environments designed to eliminate the impact of societal and institutional barriers to academic success and personal growth for all students.
Scholarships and Grants

Various scholarships are available to preservice teacher education students. Information about the application and selection process for these funds is available online.

About the Oregon Initial I Teaching License

Candidates seeking a license to teach in Oregon who successfully complete any of the licensure options offered by Lewis & Clark and all state-required tests receive institutional recommendation to the Oregon Teacher Standards and Practices Commission (TSPC).

Applying for Licensure

Candidates must apply for a license directly to TSPC by submitting the appropriate forms, fees, test scores, and transcripts. Information about filing for a license is available from Lewis & Clark's K-12 Educational Career and Licensing Services Office.

Accreditation

Lewis & Clark's graduate programs leading to licensure and endorsement are approved by the National Council for Accreditation of Teacher Education (NCATE) and the Oregon Teacher Standards and Practices Commission (TSPC).

Master of Arts in Teaching With Initial Teaching License, Early Childhood/Elementary Authorizations

Lewis & Clark offers a full-time, 12-to-13-month program for beginning educators in early childhood/elementary education. The program is organized around a year of supervised teaching in a Portland-area school, combined with coursework on campus and additional practicum experiences. The Early Childhood/Elementary program prepares students for an Oregon Initial I Teaching License to teach multiple subjects to children in prekindergarten through grade 8. School placements provide a complete year of experience with children from diverse backgrounds.

M.A.T. Degree Requirements

A minimum of 40 semester hours, distributed as follows, and all required tests:

Course Requirements
First Summer
ED 550Social, Historical, and Ethical Perspectives on Education*2
ED 559Math for Early Childhood*2
ED 561Child Development and Learning*2
ED 568The Arts, Culture, and Creativity*1
ED 569Health and Physical Education*1
SCI 580Teaching Children About the Natural World*2
ESOL 540Culturally Responsive Teaching in Linguistically Diverse Classrooms*2
Fall Semester
ED 511Field Observation (Early Childhood/Elementary)*1
ED 514Early Childhood/Elementary Field Experience I*1
ED 517Early Childhood/Elementary Field Experience Seminar I*1
ED 562Elementary School Mathematics*3
ED 563Classroom Management 1: Early Childhood/Elementary*1
ED 565Reading I: Literacy Development, Pre-K-Grade 8*2
ESOL 535AEnglish Language Learners: Theory*1
SPED 524Special Education for the General Education Teacher*1
SS 578Social Studies for Elementary Teachers*2
Spring Semester
ED 515Early Childhood/Elementary Field Experience II*2
ED 518Field Experience Seminar II (Early Childhood/Elementary)*2
ED 523Planning, Differentiation, and Assessment*1
ED 564Classroom Management 2: Early Childhood/Elementary*1
ED 566Reading II: Literacy Development, K-Grade 8*3
ESOL 535BEnglish Language Learners: Theory in Practice*1
MATH 549Algebra and Geometry for Early Childhood/Elementary Teachers*1
SPED 505Teaching Students with Exceptionalities in Inclusive School Settings*1
Second Summer
ED 516Early Childhood/Elementary Field Experience III*3

Candidates continue to co-teach with mentors through the end of the pre-K-12 school year. It is expected that student teachers close out the year with their mentors. Candidates may apply for their teaching license upon completion of these courses.

*

In order for a student to be recommended for the Oregon Initial I Teaching License, all courses with an asterisk must be complete, along with one subject-area elective and all required tests.

Graduate Core Requirement

Students must complete three Core Units. One Core Unit is fulfilled by attending the Graduate School’s annual Convocation. Core experiences that fulfill the additional two-unit requirement are described on the Core website.

Master of Arts in Teaching With Initial Teaching License and ESOL Endorsement, Early Childhood/Elementary Authorizations

Public schools are experiencing significant demographic shifts with dramatic increases in the number of students who are speakers of languages other than English. Some aspiring educators may wish to have more extensive preparation for working with culturally and linguistically diverse students. Students preparing to become teachers in the Early Childhood/Elementary program can pursue a 48-semester-hour program of study that will allow them to earn an ESOL endorsement alongside their M.A.T. degree (admissions preference is given to native bilingual speakers). Possessing an ESOL Endorsement early in your teaching career can provide a significant benefit to you as you seek jobs and prepare to work with diverse students and families in schools. 

The M.A.T. with ESOL Endorsement program requires 8 additional semester hours of coursework in ESOL topics. In addition to the full-year student teaching placement for the M.A.T degree, students also complete an ESOL practicum. The ESOL practicum can be completed in one of two ways: (1) the ESOL practicum is embedded in the full-year placement (pending availability of suitable placement); or (2) the ESOL practicum is completed during the summer following completion of the "multiple subjects" licensure program in a summer school setting. The endorsement will be granted for teaching at the early childhood/elementary level, (to become authorized at the middle-level/high school level, students would have to complete a second ESOL practicum at that level). Most students will be able to apply to the Oregon Teacher Standards and Practices Commission for their ESOL Endorsement at the end of their 15-month program.

Degree Requirements

A minimum of 48 semester hours, distributed as follows:

Required Courses

The 40 semester hours required for the M.A.T. Early Childhood/Elementary Program and the following:

ESOL 507Language Acquisition and Development (taken during first summer)3
ESOL 505ESOL/Bilingual Practicum (Early Childhood/Elementary) (.5 hours fall, 1.5 hours spring; or 2 hours in second summer)2
ESOL 500Historical and Legal Foundations of Educating ESOL/Bilingual Students (second summer)3
Graduate Core Requirement

Students must complete three Core Units. One Core Unit is fulfilled by attending the Graduate School’s annual Convocation. Core experiences that fulfill the additional two-unit requirement are described on the Core website.

Bilingual Component

For candidates seeking to earn the bilingual component of the Track II ESOL/Bilingual endorsement an additional assessment is required. Native and near-native speaker specialists in targeted languages assess bilingual candidates through an exam administered by Lewis & Clark faculty. The reading and writing portion of the exam assesses language necessary for teaching academic content. The oral portion of the exam assesses the candidate's ability to discuss content-area subjects, explain instructional practices, and interact appropriately with adults in the community.

Testing Requirements

Students must pass the following tests to be eligible for a recommendation by Lewis & Clark for teacher licensure in any state. Detailed information regarding the point in the program by which each test must be passed is available in the program handbook.The required tests are:

  1. Basic Skills Test*, required for program admission, including reading, writing, and mathematics
  2. ORELA: Protecting Student and Civil Rights in the Educational Environment Exam
  3. NES: Elementary Test, Subtests 1 and 2
  4. NES: English to Speakers of Other Languages (ESOL) Test (required only for those pursuing the ESOL or ESOL/Bilingual endorsement)

Students may view completed tests, including scores, by logging into their WebAdvisor account.

*

Students who hold a master's degree or higher prior to admission may waive the basic skills test requirement.

M.A.T. Courses

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ED 550 Social, Historical, and Ethical Perspectives on Education

Content: Critical and comprehensive review of education and schooling in American society. Considers education in its larger socioeconomic, political, ideological, and cultural contexts and examines race, class, gender, and culture in the formal educational system. Analyzes issues of goals, funding, governance, curricula, policy, staffing, and reforms both in historical and contemporary forms. Participants study education both as a microcosm of society, reflecting the larger struggles in the country, and as a quasi-autonomous entity.
Prerequisites: None.
Restrictions: Admission to a preservice teacher education program.
Credits: 2 semester hours.

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ED 559 Math for Early Childhood

Content: Introduction to mathematical concepts for grades pre-K through three including number and operations, geometry, and measurement in a problem-solving context. Individually and culturally responsive mathematics instructional strategies and assessments for early childhood are examined and demonstrated throughout the course. Course content is aligned to Oregon standards and current national recommendations including the Principles and Standards from the National Council of Teachers of Mathematics and the Common Core State Standards. Children's literature will be integrated as it pertains to the content of this course.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 2 semester hours.

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ED 561 Child Development and Learning

Content: Discussion, critique, and application of theories of child development and learning. Through case studies, cultural narratives, theoretical constructs, and research, participants explore children's development within diverse cultural and family systems, including the cognitive, affective, psychological, social, moral, identity, and physiological domains. Topics include multiple intelligences and ways of knowing, creativity, and motivation, as well as the influences of social, cultural, linguistic, familial, and institutional factors on children's development and learning.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program or consent of instructor.
Credits: 2 semester hours.

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ED 568 The Arts, Culture, and Creativity

Content: Participants explore how students and educators think about and engage in the arts in connection with other areas of learning and development. Through creative, constructivist experiences, participants explore concepts such as patterns, pitch, texture, line, narration, and color within the fields of music, visual arts, storytelling, and movement, enacted within different cultural perspectives. Emphasis on creativity, process, and understanding the nature and value of the arts in human lives and cultures.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 1 semester hour.

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ED 569 Health and Physical Education

Content: Age-appropriate skill and fitness development, practical use of the gym and equipment, personal safety, wellness, and nutrition. Topics include methods of assessing physical education skills and integrating physical education and health into the math and language arts curriculum.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 1 semester hour.

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SCI 580 Teaching Children About the Natural World

Content: Promoting children's understanding of the natural world using everyday materials and observations of living things in the local environment. Participants examine their own, as well as children's, intuitive science notions, while learning to craft safe classroom inquiries and field investigations. The course focuses attention on children's use of language in the context of learning about science and nature as well as the development of inquiry skills.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 2 semester hours.

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ESOL 540 Culturally Responsive Teaching in Linguistically Diverse Classrooms

Content: This course focuses on using culturally responsive classroom practices to engage learners whose first and/or home language is not English. We will explore how the candidate’s culture and race intersect with learning and teaching. Course content centers on key elements impacting teaching and learning, including race, culture, and language, which will be examined through the lens of classroom practice, school engagement, and community resources that support and build upon student and family assets. Candidates develop strategies to work with significant people in the child's environment in order to support and encourage success in schools. Candidates examine barriers to family involvement and learn strategies to encourage the development of positive working relationships between home and school. Topics for readings and discussion include, race, socio-economics, language, social and cultural capital, language, and immigration.
Prerequisites: None.
Restrictions: Admission to a preservice teacher education program.
Credits: 2 semester hours.

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ED 511 Field Observation (Early Childhood/Elementary)

Content: This course provides candidates in the Early Childhood/Elementary Preservice Program opportunities to observe teaching and learning in a variety of school contexts. Students will attend guided visits to schools with different demographics and program models in order to better understand the range of environments in which teaching and learning take place in local communities.
Prerequisites: None.
Corequisites: ED 514.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 1 semester hour.

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ED 514 Early Childhood/Elementary Field Experience I

Content: Part-time student teaching experience in an elementary classroom. In addition to observing classroom instruction, the student teacher-intern serves as apprentice to the mentor teacher by providing assistance at the teacher's direction and working with individuals and small groups of students. Student teacher-interns also observe and work with small groups at their second authorization level according to the guidelines in the Early Childhood/Elementary program handbook.
Prerequisites: None.
Corequisites: ED 517.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 1 semester hour.

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ED 517 Early Childhood/Elementary Field Experience Seminar I

Content: Reflective discussions of teaching, learning, and assessment practices in diverse contexts.
Prerequisites: None.
Corequisites: ED 514.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 1 semester hour.

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ED 562 Elementary School Mathematics

Content: Introduction to mathematical concepts for grades three through six including rational numbers, proportional reasoning, geometry, and measurement in a problem-solving context. Students will examine and demonstrate individually and culturally responsive mathematics instructional strategies and assessments for elementary grades. Course content is aligned to Oregon standards and current national recommendations including the Principles and Standards from the National Council of Teachers of Mathematics and the Common Core State Standards.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program or consent of instructor .
Credits: 3 semester hours.

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ED 563 Classroom Management 1: Early Childhood/Elementary

Content: Creating a community of support in the classroom. Emphasizes understanding students' personal needs, creating positive teacher-student and peer relationships, creating classroom rules and procedures within a democratic learning community, and responding to minor behavior problems.
Prerequisites: None.
Restrictions: Admission to the Early Childhood/Elementary Preservice Program.
Credits: 1 semester hour.

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ED 565 Reading I: Literacy Development, Pre-K-Grade 8

Content: Literacy processes and children's language and literacy development from birth through the middle grades. Focus is on theoretical foundations of literacy, meaning construction across-symbol systems, early reading and writing behavior, meaningcentered instructional practices, and basic knowledge and instructional practices relating to word recognition skills and comprehension processes. Introduces students to a range of individually and culturally responsive instructional assessment approaches and materials to promote literacy learning, as well as the concept of media literacy. Children's literature will be integrated as it pertains to the content of this course.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 2 semester hours.

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ESOL 535A English Language Learners: Theory

Content: This course is designed to prepare pre-K-12 preservice teachers for meeting the linguistic and academic needs of English Language Learners by providing an overview of language acquisitions theory and program components. Teachers will also identify resources (personnel and materials) to effectively serve linguistically diverse populations.
Prerequisites: None.
Restrictions: Enrollment in a preservice teacher education program.
Credits: 1 semester hour.

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SPED 524 Special Education for the General Education Teacher

Content: Study of special-education policies and procedures, as well as the legal, ethical, and professional responsibilities of the elementary classroom teacher. Topics include laws relevant to the education of students with disabilities, including a Free and Appropriate Public Education in the Least Restrictive Environment, court cases that influence practice, special-education processes, and the general-educator's role in each step before, during, and after an individualized education plan (IEP) has been created for a student. Candidates will have the opportunity to observe classroom content in practice in their field placements, learning firsthand the collaborative skills required for successfully educating all children. Emphasis is placed on inclusive, equitable educational practices in schools and communities.
Prerequisites: None.
Restrictions: Admission to preservice teacher education program or consent of instructor.
Credits: 1 semester hour.

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SS 578 Social Studies for Elementary Teachers

Content: Understanding and applying inquiry and assessment within a social and cultural framework that leads to thematic curriculum development for pre-K through middle school. Participants explore children's intuitive notions and reasoning about social, cultural, and geographic worlds from developmental, social, historical, and cultural perspectives. Topics include intercultural communication and the traditions and contributions of various groups to American culture, diversity, democracy, and civic life, with special focus on Oregon and the Northwest. Students are guided in teaching and assessment practices that draw from children's questions and interests. Children's literature will be integrated as it pertains to the content of this course.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Preservice Program.
Credits: 2 semester hours.

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ED 515 Early Childhood/Elementary Field Experience II

Content: Intensive student teaching experience. Each student teacher-intern assumes full-time teaching responsibility under the supervision of a mentor teacher and a Lewis & Clark faculty supervisor. This experience builds on the student teaching begun during the previous semester. Student teacher-interns also complete observations at their second authorization level according to the guidelines in the program handbook.
Prerequisites: ED 514.
Corequisites: ED 518.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 2 semester hours.

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ED 518 Field Experience Seminar II (Early Childhood/Elementary)

Content: Reflective discussion of teaching, learning, and assessment practices in diverse contexts as well as school law, child abuse, and discrimination.
Prerequisites: None.
Corequisites: ED 515.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 2 semester hours.

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ED 523 Planning, Differentiation, and Assessment

Content: In-depth examination of the relationships between planning, differentiation, and assessment. Focus on individually and culturally responsive approaches to teaching and learning. Topics include implementing backward design, utilizing a variety of instructional strategies, and using differentiated kinds of formative/summative assessment.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 1 semester hour.

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ED 564 Classroom Management 2: Early Childhood/Elementary

Content: Major emphasis on resolving behavior problems that occur in the classroom, working with students' families, and developing individual behavior plans for students who demonstrate serious and ongoing behavior problems. Includes a focus on culturally sensitive classroom management.
Prerequisites: None.
Restrictions: Admission to the Early Childhood/Elementary Preservice Program.
Credits: 1 semester hour.

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ED 566 Reading II: Literacy Development, K-Grade 8

Content: Continuation of ED 565. Focus on individually and culturally responsive curriculum and instructional practices for literacy development in grades K-8. Gives increased attention to fluent readers, instruction in the intermediate and middle grades, classroom organization and implementation, methods for assessing students' reading and writing performance, diagnosis of individual needs, and strategies for linking assessment results with appropriate curriculum and instruction across the content areas.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 3 semester hours.

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ESOL 535B English Language Learners: Theory in Practice

Content: This course is designed to prepare p-K-12 preservice teachers for meeting the linguistic and academic needs of English Language Learners by providing an overview of language acquisitions theory and program components. Teachers will also identify resources (personnel and materials) to effectively serve linguistically diverse populations.
Prerequisites: ESOL 535A.
Credits: 1 semester hour.

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SPED 505 Teaching Students with Exceptionalities in Inclusive School Settings

Content: Who are students with exceptionalities and how do we adapt curriculum to meet their needs? This course addresses characteristics of student exceptionalities, principles and practices for effective planning, instruction, and assessment of all students, and prepares teacher candidates to advocate for appropriate instruction for all students in the least restrictive environment. Emphasis is placed on providing relevant information for the development of individualized education plans (IEPs), planning instruction that is guided by students’ IEPs, and adapting curricula for all learners, including the use of Universal Design for Learning.
Prerequisites: None.
Restrictions: Admission to a preservice teacher education program.
Credits: 1 semester hour.

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MATH 549 Algebra and Geometry for Early Childhood/Elementary Teachers

Content: Explores older children's development of mathematical concepts. Promotes a problem solving stance, through which students explore a wide range or topics—including proportional reasoning, data analysis, algebraic thinking, and geometry. Priority is placed on ideas that serve as capstones of elementary mathematics as well as cornerstones of secondary mathematics, with an emphasis on developing strategies for equitable teaching of algebra to all students.
Prerequisites: None.
Restrictions: Admission to the Early Childhood/Elementary Program or consent of instructor required.
Credits: 1 semester hour.

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ED 516 Early Childhood/Elementary Field Experience III

Content: Conclusion of intensive student teaching experience, building on and concluding the teaching begun during previous semesters. Each student teacher-intern completes required full-time teaching responsibility under the supervision of a mentor teacher and a Lewis & Clark faculty supervisor. Student teacher-interns also complete observation and teaching at their second authorization level.
Prerequisites: ED 514, ED 515.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 3 semester hours.


Additional Courses for M.A.T. with ESOL Endorsement

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ESOL 500 Historical and Legal Foundations of Educating ESOL/Bilingual Students

Content: Examination of the history of trends and attitudes toward immigrants and learners of English as a second language. Topics include the psychological, social, and political characteristics of bilingualism and biculturalism in the United States and abroad. ESOL/bilingual teaching is considered in light of laws, research findings, and second-language acquisition theory. Explores the distinction between language difference and disabilities and provides an overview of legal issues pertaining to second-language learners and special and gifted education students. Also provides critical reading of research-based programs, English-language proficiency standards, and standardized test measures. Ensures that educators are not only able to plan and implement programs designed for the optimal learning of all students, but also gives educators the tools to advocate for equity in their schools and school communities.
Prerequisites: None.
Credits: 3 semester hours.

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ESOL 505 ESOL/Bilingual Practicum (Early Childhood/Elementary)

Content: Apprenticeship to a mentor who works in a classroom that requires the ESOL endorsement. Practicum may be conducted in a variety of classrooms, such as English as a Second Language (ESL), bilingual, or English Language Development (ELD). Practicum interns work with individuals as well as small and large groups to practice teaching students who are acquiring English as a second language.
Prerequisites: ESOL 535A and ESOL 535B, or ESOL 501/601.
Credits: 0.5-2 semester hours.

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ESOL 507 Language Acquisition and Development

Content: Theories of how first and second languages (written and spoken) are acquired, the importance of first-language development and its relationship to the acquisition of other languages, and the relationship of language to cognitive development. Understanding of these issues is used to promote a school environment that honors diverse perspectives and maximizes language learning potential and ensures respect for communities whose languages or varieties of English differ from standard school English. Required for the Reading and ESOL/Bilingual Education endorsements. The initial course in the Reading Endorsement sequence and recommended preparation for other language arts offerings.
Prerequisites: None.
Credits: 3 semester hours.